Comprensión y aprendizaje a través del discurso

Reading in its most general sense, includes in it not only the processes that allow us to recognize written words but those others on which it depends that we come to understand, and even learn from what we read; It has been one of the domains of knowledge that has made the most progress in the human sciences in the last thirty years. The reason is simple: we have had good techniques to obtain data and a standard theory for interpret them This set of knowledge must be useful for a task that the more we know it, the more complex and challenging it seems to us: to achieve a full literacy of the entire population by providing everyone with resources that only some had been obtaining until a few decades ago, without forgetting those others. competences that the use of new technologies is constantly promoting. A similar challenge cannot ignore teachers, a key element to establish and consolidate the innovations that emerge from our knowledge about reading and which, by definition, entail ways to develop more sophisticated teaching than they were in last. Hence, analyzing educational practice and unveiling its regularities is an equally relevant task that must complete our knowledge of cognitive processes, acquisition and intervention. In this book that I am proud to prolong, works of a large number of young authors are gathered, most of them trained in the PhD program Understanding the Text and Speech that brought together a good part of the researchers on reading in Spain as professors and Europe: Jean-Francois Rouet, Wolfgang Schontz, Manolo de Vega, Eduardo Vidal-Abarca, Jose Otero, Fernando Cuetos, Jose Antonio Leon, Jose Orrantia, Javier Rosales, Ricardo Gracia and myself.